Effect of Early Childhood Pre-Service Teachers Character Strengths and Happiness on their Anger Expression

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1 Indian Journal of Science and Technology, Vol 9(46), DOI: /ijst/2016/v9i46/107852, December 2016 ISSN (Print) : ISSN (Online) : Effect of Early Childhood Pre-Service Teachers Character Strengths and Happiness on their Anger Expression Se-Jin Eom 1, Hyun-Young Kang 2* and Hyun-Ah Seo 3 1 Department Child and Education, Busan Digital University, 57 Jurye-ro, Sasang-gu , Busan, Korea; sjeom@bdu.ac.kr 2 Department Early Childhood Education, Young Dong University, 310 Daehak-ro Yeongdong-eup, Yeongdong-gun 29131, Chungbuk, Korea; hykang@yd.ac.kr 3 Department Early Childhood Education, Kyung Sung University, 309 Suyeong-ro, Nam-gu , Busan, Korea; shyna@ks.ac.kr Abstract Objectives: The purpose of this study is to examine the effect of early childhood pre-service teachers character strengths and happiness on their anger expression. Methods/Statistical Analysis: The participants, comprised of this study, were 337 subjects. They are pre-service teachers, majoring in early childhood education at universities. Data were collected by survey questionnaires: 1)the surveys of character strengths from Authentic Happiness(2006) and short form of Seligman(2004) s scale; 2) Choi(2011) s Happiness Scale, revised from Kwon(2008) s, the translated version of Oxford Happiness Inventory(OHI) (Argyle, 2001); 3) Chon et al. (1997) s STAXI: Korean version, from Spielberger, Krasner, & Solomon(1988) s STAXI: State-Trait Anger Expression Inventory. Findings: Firstly, the examination of correlation among the early childhood pre-service teachers character strengths, happiness, and anger expression reveals that there is statistically significant positive correlation among those variables. Humanity and transcendence, among the sub-factors in character strengths, appear to be highly correlated with the sub-factors in happiness. In the study, there are statistically significant positive correlation among their character strengths and happiness and anger-control, one of the sub-factors in anger expression ; and statistically significant negative correlation among character strengths and happiness and anger-in and anger-out, the sub-factors in anger expression. Secondly, as the result of analyzing the effect of early childhood pre-service teachers character strengths and happiness on the sub-factors in anger expression, knowledge & wisdom, temperance, and courage among the sub-factors in character strengths, and external factor in happiness, have explanatory power of angry-out 21%. This study also reveals that early childhood pre-service teachers temperance, among the sub-factors in character strengths, has a negative effect on their anger-out and anger-in, whereas temperance has a positive effect on anger-control. Improvements/Applications: The findings of this study provide insights to early childhood education field in terms of appropriate ways to promote happiness and character strengths of early childhood pre-service teachers, thus to quality of education. Keywords: Anger Expression, Character Strengths, Early Childhood Education, Happiness, Pre-Service Teachers *Author for correspondence

2 Effect of Early Childhood Pre-Service Teachers Character Strengths and Happiness on their Anger Expression 1. Introduction Early childhood pre-service teachers are the ones who will take the significant teachers roles in future education field. The examination of their character strengths, happiness, and anger expression is crucial not only for themselves but also for their interaction with children and for the quality of early childhood education. In this study, the main purpose is to find out the effect of early childhood pre-service teachers character strengths and happiness on their anger expression. The specific research questions are as follows: 1. How do early childhood pre-service teachers perceive their character strengths, happiness, and anger Expression? 2. What is the relationship among early childhood preservice teachers character strengths, happiness and anger expression? 3. What are the relative effects of early childhood preservice teachers character strengths and happiness on their anger expression? Happy pre-service teachers are more likely to perceive their lives positively, cope well with stress, and have more passion in interacting with children 1. Anger is one of the basic emotions of human, however, if one cannot appropriately express intensity, frequency, and duration of his/her anger, it may lead to physical, mental, and social problems. In order to maintain emotional well-being and good social relationships, it is essential for people to be able to express and control their anger appropriately 2. According to 3, happy people tend to use their character strengths more effectively, which lead to improve the life and job satisfaction. All of these aspects are significant elements for the early childhood pre-service teachers, especially for those who will educate and interact with young children in education setting. This study will provide insights to the early childhood education field through understanding interrelationships among character strengths, happiness, and anger expression, thus lead to find and implement ways to improve the early childhood pre-service teachers character strengths and happiness as well as quality of education. 2. Proposed Work 2.1 Methods Research Participants For this study, 382 pre-service teachers were initially surveyed. These pre-service teachers are the undergraduate students, majoring in early childhood education at universities and colleges in Korea. Of the 382 surveys, 356 (93.2%) were returned. Among the returned questionnaire surveys, 19 surveys which had no signature on the consent form, or no response or were not sufficiently answered, were excluded. The total number of valid participants, comprised of this study was 337 subjects. An overview of participant demographic data is described in Table 1. Table 1. Demographic properties (background) of participants Properties Categories f (N) (%) Age under 18 years old Education level Year in school 19 years old years old years old years old over 23 years old year education program (Associate Degree) 4-year education program (Undergraduate Degree) Freshman (1st year) Sophomore (2nd year) Junior (3rd year) Senior (4th year) Total Research instruments Character Strengths Scale Early childhood pre-service teachers character strengths were examined and collected by survey questionnaires. This study adopted the surveys of character strengths of 4,5 who adopted and translated Authentic Happiness 6 and short form of Seligman 7 s scale. The character strengths scale used in this study consisted of six sub-factors: knowledge & wisdom, courage, humanity, justice, temperance, and transcendence. The response scale for each item ranged from 1 (strongly disagree) to 5 (strongly agree).specific name of sub-factors and number of items in each sub-factor of character strengths scale, and the reliability of the scale are presented in Table 2. 2 Indian Journal of Science and Technology

3 Se-Jin Eom, Hyun-Young Kang and Hyun-Ah Seo Table 2. Number of items in each sub-factor of Character strengths scale and reliability of the scale Sub-factors Wisdom & Knowledge Number of items Item number 10 1, 2, 3, 4, 5, 6, 7, 8. 11, 12 Courage 8 13, 14, 15, 16, 17, 18, 47, 48 Cronbach α Humanity 6 9, 10, 19, 20, 21, Justice 6 23, 24, 25, 26, 27, 28 Temperance 8 29, 30, 31, 32, 33, 34, 43, 44 Transcendence 10 35, 36, 37, 38, 39, 40, 41, 42, 45, Total Happiness Scale Data of early childhood pre-service teachers happiness was collected and examined by survey questionnaires. The study used 8 s Happiness Scale, revised from 9 s, the translated version of Oxford Happiness Inventory (OHI) 10. The Happiness scale used in this study consisted of three sub-factors: external factor, internal factor, and self-regulatory factor. The response scale for each item ranged from 1 (strongly disagree) to 5 (strongly agree). Specific name of sub-factors and number of items in each sub-factor of happiness scale, and the reliability of the scale are presented in Table 3. Table 3. Number of items in each sub-factor of Happiness scale and reliability of the scale Sub-factors External factor Internal factor Selfregulatory factor Number of items Item number 10 7,8,11,14,15,16,18,19, 20,21 Cronbach α ,2,3,4,5, ,10,12,13,17.80 Total Anger Expression Scale Data of early childhood pre-service teachers anger expression was also collected and examined by survey questionnaires. This study used 11 s STAXI: Korean version, from Spielberger, 12 s STAXI: State-Trait Anger Expression Inventory. The anger expression scale used in this study consisted of three sub-factors: angerout, anger-in, and anger-control. The response scale for each item ranged from 1 (strongly disagree) to 5 (strongly agree). Specific name of sub-factors and number of items in each sub-factor of anger expression scale, and the reliability of the scale are presented in Table 4. Table 4. Number of items in each sub-factor of Anger expression scale and reliability of the scale Sub-factors Anger-out Anger-in Angercontrol Number of items Item number 2,7,9,12,14,19,22,23 3,5,6,10,13,16,17,21 1,4,8,11,15,18,20,24 Cronbach α Total Research Procedure Pilot Survey Pilot survey was conducted with 25 undergraduate students, majoring in early childhood education, from March 7, 2016 to March 10, Through this pilot survey, the questionnaire surveys for character strengths, happiness, and anger expression were examined in terms of comprehensibility of the contents of those surveys and their appropriateness Main Survey After the pilot survey, the final survey instruments (questionnaires), reviewed by three early childhood education professionals, were conducted from March 20, 2016 to April For the study, 382 pre-service teachers were initially surveyed. Among the returned surveys, the surveys which had no signature on the consent form, or no response or were not sufficiently answered, were excluded. The total number of valid participants, used in this study was 337 subjects. All subjects gave their written informed consent to participate. Indian Journal of Science and Technology 3

4 Effect of Early Childhood Pre-Service Teachers Character Strengths and Happiness on their Anger Expression Data Analysis In this study, statistical analysis was performed using PASW 20.0 in the process of preceding the data from the surveys. For the research question 1, statistical analysis was done for mean and SD to investigate early childhood preservice teachers character strengths, happiness, and anger expression. For the research question 2, in order to fine out the relationship among those variables, correlation analysis and Pearson s product-moment correlation coefficient were conducted for the examination of general tendency and relationships. Lastly, for the research question 3, stepwise multiple regression analysis was proceeded to find out effect of early childhood pre-service teachers character strengths and happiness on their anger expression. 2.2 Results Early Childhood Pre-Service Teacher s Character Strengths, Happiness, and Anger Expression Examination of mean and SD values of the sub-factors in early childhood pre-service teachers character strengths, happiness, and anger expression, and mean score for items of each sub-factors were presented in Table 5. As seen in Table 5, among the sub-factors in character strengths, justice was highest in mean score for each item 3.92 (SD=.49); whereas temperance was lowest in mean score for each item 3.30 (SD=.39). Among the sub-factors in happiness, self-regulatory factor had mean score for each item 3.43 (SD=.67), internal factor had 3.82 (SD=.72), and external factor had 4.01 (SD=.59). Among the sub-factors in anger expression, anger-out had mean score for each item 3.54 (SD=.45), anger-control had 3.43 (SD=.49), and anger-in 3.48 had (SD=.55) Relationship among Early Childhood Pre-Service Teachers Character Strengths, Happiness, and Anger Expression Correlation among Early Childhood Pre-Service Teachers Character Strengths, Happiness, and Anger Expression The relationships among early childhood pre-service teachers character strengths, happiness, and anger expression were examined by Pearson s product-moment correlation coefficient. As presented in Table 6, correlation between early childhood pre-service teachers character strengths and happiness was.64, correlation between their character strengths and anger expression was.59, and correlation between the happiness and anger expression was.52. Table 5. Variable Name Character Strengths Happiness Anger Expression Early childhood pre-service teachers perception on character strengths, happiness, and anger expression (N=337) Sub-factor Mean (M) SD Mean score for each item(sd) Wisdom & knowledge Courage Humanity Justice Temperance Transcendence Total External factor Internal factor Self-regulatory factor Total Anger-out Anger-in Anger-control Total (.42) 3.50(.40) 3.92(.49) 3.39(.51) 3.30(.39) 3.88(.44) 3.58(.32) 4.01(.59) 3.82(.72) 3.43(.67) 3.82(.58) 3.54(.45) 3.48(.55) 3.48(.49) 3.50(.37) 4 Indian Journal of Science and Technology

5 Se-Jin Eom, Hyun-Young Kang and Hyun-Ah Seo Table 6. Correlation among early childhood preservice teachers character strengths, happiness, and anger expression (N=337) Variables Character strengths Happiness Anger expression * p <.05 ** p <.01 Character strengths Happiness.64**.59**.52** Anger expression Correlation among the Sub-Factors in the Early Childhood Pre-Service Teachers Character Strengths, Happiness, and Anger Expression The relationships among the sub-factors in early childhood pre-service teachers character strengths, happiness, and anger expression were examined by Pearson s productmoment correlation coefficient. As shown in Table 7, there was statistically significant positive correlation among the sub-factors in the early childhood pre-service teachers character strengths, happiness, and anger expression (r =.21 to r =.74). In other words, the early childhood preservice teachers, scored high on the character strengths, are also scored high on the happiness and anger expression. Table 8. Early childhood pre-service teachers anger expression using stepwise multiple regression (N=337) Independent Variable B Β t R 2 R 2 (Constant) *** External Factor Change *** *** Justice ***.08 Temperance ***.05 Transcendence ***.01 *** p < Explanatory Power of Character Strengths and Happiness for Early Childhood Pre- Service Teachers Anger Expression Effect of Early Childhood Pre-Service Teachers Character Strengths and Happiness on their Anger Expression In Table 8, justice, temperance, and transcendence, among the sub-factors in character strengths; and external factor in happiness, have explanatory power of angry expression 40%. Also, the regression analysis is statistically significant (F=56.19, p <.001), and thus, the formula F Table 7. Correlation among sub-factors in character strengths, happiness, and anger expression of early childhood preservice teachers (N=337) ** 3.54**.46** **.44**.52** 5.34**.27**.22**.29** 6.52**.47**.55**.40**.26** 7.50**.41**.53**.46**.24** 53** 8.42**.43**.43**.37**.28**.42**.74** 9.45**.45**.33**.41**.29**.38**.69**.69** 10.36**.32**.27**.33**.33**.31**.33**.27**.27** 11.33**.34**.32**.40**.28**.32**.41**.35**.37**.46** 12.33**.22**.25**.34**.26**.36**.37**.32**.33**.31**.21** * p <.05 ** p < Wisdom & knowledge 2. Courage 3. Humanity 4. Justice 5. Temperance 6. Transcendence 7. External factor 8. Internal factor 9. Self-regulatory factor 10. Anger-out 11. Anger-in 12. Anger-control Indian Journal of Science and Technology 5

6 Effect of Early Childhood Pre-Service Teachers Character Strengths and Happiness on their Anger Expression for the regression model is adequate for the analysis. From these above results, justice, temperance, transcendence among the sub-factors in the character strengths, and external factor in the happiness can be explained as variables that affect the early childhood pre-service teachers anger expression Effect of the Sub-Factors in Early Childhood Pre-Service Teachers Character Strengths and Happiness on the Sub-Factors in their Anger Expression In Table 9, Knowledge & wisdom, temperance, and courage, among the sub-factors in character strengths; and external factor in happiness have explanatory power of anger-out 21%. Among those sub-factors, knowledge & wisdom has high explanatory power 13%. In here, as temperance was added, there was 5% increase in the explanatory power, which lead to explanatory power 18%; as external factor was added, there was 2% increase in the explanatory power; and as courage was added, there was 1% increase in the explanatory power, all of which lead to have explanatory power21%. Also, the regression analysis is statistically significant (F=22.85, p <.001), and thus, the formula for the regression model is adequate for the analysis. From these above results, knowledge & wisdom, temperance, courage among the sub-factors in the character strengths, and external factor in the happiness can be explained as variables that affect the early childhood pre-service teachers anger-out. As shown in Table 10, justice, temperance, and courage, among the sub-factors in character strengths; and external factor in happiness, have explanatory power of anger-in25%. Among those sub-factors, external factor has high explanatory power 17%. In here, as justice was added, there was 5% increase in the explanatory power, which lead to explanatory power 22%; as temperance was added, there was 2% increase in the explanatory power; and as courage was added, there was 1% increase in the explanatory power, all of which lead to have explanatory power25%. Also, the regression analysis is statistically significant (F=28.32, p <.001), and thus, the formula for the regression model is adequate for the analysis. From these above results, justice, temperance, courage among the sub-factors in the character strengths, and external factor in the happiness can be explained as variables that affect the early childhood pre-service teachers anger-in. As presented in Table 11, transcendence, justice, and temperance, among the sub-factors in character strengths; and external factor in happiness, have explanatory power of anger-control22%. Among those sub-factors, external factor has high explanatory power 14%. In here, as transcendence was added, there was 4% increase in the explanatory power, which lead to explanatory power 18%; as justice was added, there was 2% increase in the explanatory power; and as temperance was added, there was 2% increase in the explanatory power, all of which lead to have explanatory power of angry expression 22%. Also, the regression analysis is statistically significant (F=22.88, p <.001), and thus, the formula for the regression model is adequate for the analysis. From these above results, transcendence, justice, temperance among the sub-factors in the character strengths, and external factor in the happiness can be explained as variables that affect the early childhood pre-service teachers anger-control. Table 9. (N=337) Independent Variable Stepwise multiple regression analysis examining early childhood pre-service teachers Anger-out sub-factor (Constant) 1.23 B Β T R 2 R 2 Change F Wisdom & **.13 Knowledge Temperance *** External Factor ***.02 Courage **.01 ** p <.01, *** p < *** 6 Indian Journal of Science and Technology

7 Se-Jin Eom, Hyun-Young Kang and Hyun-Ah Seo Table 10. Stepwise multiple regression analysis examining early childhood pre-service teachers Anger-in sub-factor (N=337) Independent Variable B Β T R 2 R 2 Change F (Constant).66 External Factor *** *** Justice **.05 Temperance **.02 Courage **.01 ** p <.01, *** p < Conclusion The purpose of this study was to examine the effect of early childhood pre-service teachers character strengths and happiness on their anger expression. The findings of this research study will provide insights to the early childhood education field in terms of finding out specific elements of character strengths and happiness which affect preservice teachers anger expression, thus providing ways to manage ones anger appropriately as well as improving their character strengths and happiness through understanding such data. The specific findings of the present study are as follows. Firstly, the examination of correlation among the early childhood pre-service teachers character strengths, happiness, and anger expression reveals that there is statistically significant positive correlation among those variables. This finding is congruent with the findings of other research studies: there are statistically significant positive correlation between early childhood pre-service teachers character strengths and happiness 13 ; university students character strengths and happiness 14 ; and early childhood teachers character strengths and happiness 15. Namely, if the early childhood pre-service teachers use character strengths, it can be ways for them to improve their happiness, which means, those scoring high on the happiness can actually use their character strengths effectively. Especially, in this study, humanity and transcendence, among the sub-factors in character strengths, appear to be highly correlated with the sub-factors in happiness: humanity can be explained as interpersonal strengths, such as love, kindness, and social intelligence ; transcendence can be explained as character strengths that related to providing meaning to phenomena or behavior, such as appreciation of beauty, gratitude, hope, humor, and religiousness 16. These are congruent with the research findings that happy person tends to have more people around him/her than unhappy person, and there is more possibility of being happy when people are with happy person rather than with unhappy Table 11. Stepwise multiple regression analysis examining early childhood pre-service teachers Anger-control sub-factor (N=337) Independent Variable B Β t R 2 R 2 Change F (Constant) 1.12 External Factor **.14 Transcendence ** *** Justice *.02 Temperance *.02 * p <.05, ** p <.01, *** p <.001 Indian Journal of Science and Technology 7

8 Effect of Early Childhood Pre-Service Teachers Character Strengths and Happiness on their Anger Expression person 17. Also in many recent research 18-21, there are programs developed by using gratitude and hope in character strengths as ways to improve one s happiness, which also can be a supportive evidence for the finding of this study. Furthermore, in the study, there are statistically significant positive correlation among early childhood pre-service teachers character strengths and happiness and anger-control, one of the sub-factors in anger expression ; and statistically significant negative correlation among character strengths and happiness and angerin and anger-out, the sub-factors in anger expression. Even though there are few studies conducted regarding the correlation among character strengths, happiness, and anger expression, this finding is congruent with the findings of 22 s study done with high school students: there are positive correlation among anger-control, the sub-factors of anger expression, and empathy and selfelasticity; whereas negative correlation among anger-out and anger-in, the sub-factors of anger expression, and empathy and self-elasticity. This leads that it is important to examine statistically significant correlation among character strengths, happiness, and anger-out and angerin, the sub-factors in anger expression : because, ability of controlling one s anger effectively and strategically is relevant to improve character strengths and happiness, whereas anger-out or anger-in may negatively influence on development of character strengths and happiness, thus it is crucial to support early childhood pre-service teachers in terms of controlling their anger in appropriate ways. Secondly, as the result of analyzing the effect of early childhood pre-service teachers character strengths and happiness on the sub-factors in anger expression, knowledge & wisdom, temperance, and courage among the sub-factors in character strengths, and external factor in happiness, have explanatory power of angry-out 21%. Namely, the result indicates that, for those, scoring high on knowledge & wisdom, temperance, and courage among the sub-factors in character strengths, and external factor in happiness, are less likely to use anger-out. Especially, knowledge & wise, such as using knowledge, can be seen as intelligent strengths and have 13% of overall explanatory power, this above finding is congruent with the research study that cognitive behavioral anger management program may have statistically significant influence on anger-control 23. Also, since anger management actions require one s cognitive and behavioral efforts 24, it can be interpreted as for those early childhood pre-service teachers who have such intelligent strengths, tend to be less anger-out in various anger-provoking situations. External factor, among the sub-factors in happiness, and justice, temperance, and courage among the subfactors in character strengths, have explanatory power of anger-in 25%; and external factor in happiness, and transcendence, justice, and temperance among the subfactors in character strengths, have explanatory power of anger-control 22%. Furthermore, external factor in happiness have explanatory power of anger-out, anger-in, anger-control, 2%, 17%, 14%: except for the anger-out, anger-in and anger-control are mostly influenced by external factor in happiness. This finding is congruent with 25 s study that the low anger-involving group had a statistically significant relationship with and scored high on level of happiness ; and also adaptive anger-control group had a high level of happiness than other anger groups. This study also reveals that early childhood preservice teachers temperance, among the sub-factors in character strengths, has a negative effect on their angerout and anger-in, whereas temperance has a positive effect on anger-control. Temperance can be explained as strengths that protect against excess 16,26,27, such as forgiveness, prudence, self-regulation 16,26,27. According to 28 s study, it was found that college students self-regulation affected their emotional regulation, all of which supports the findings of the present study. This means that when one has character strengths like temperance, such as self-regulation, it would help him/her to control anger in appropriate ways rather than anger-out or anger-in ways. Also, it was appeared that justice, among the sub-factors in character strengths, has a negative effect on anger-in, and has a positive effect on anger-control. Justice can be explained as citizenship, fairness, leadership, all of which are strengths that are related to healthy community life 16,26,27. For those early childhood pre-service teachers who tend to have many educational experiences of communicating and interacting with other people, such as group assignment, practicum, field experience, if they improve justice among the sub-factors in character strengths, this may help the pre-service teachers to appropriately control their anger rather than anger-in, thus lead them to keep and develop healthy interpersonal relationships. In the study, it is found that early childhood preservice teachers courage, among the sub-factors in 8 Indian Journal of Science and Technology

9 Se-Jin Eom, Hyun-Young Kang and Hyun-Ah Seo character strengths, has a negative effect on their angerout and anger-in, whereas transcendence influences on anger-control. Courage can be explained as strengths that involve one s willingness to accomplish his/her goals despite of internal/external difficulties 16,26,27. When one gets anger, immediate anger-out or anger-in does not promote healthy relationships. Therefore, courage in character strengths may help people to use their positive strategies to deal with various anger-provoking situations. Transcendence, among the sub-factors in character strengths, can be understood as strengths that encourage one to seek for connection to the larger universe and get a meaning from phenomenon 16,26,27. Especially, transcendence may include character strengths like hope, humor, which allow people to have positive expectations about work and outcomes, and give energy in living their lives through laugh and smile. The effect of transcendence on anger-control can be interpreted that, when one is faced with angerprovoking situations, he/she can think ahead possible negative outcomes which may come after the angerout, thus he/she may use humor or other ways to control his/her anger in order to prevent those negative outcomes. From this finding, in order for early childhood pre-service teachers to effectively control their anger, they need to have chances for increasing experience of happiness in their interpersonal relationships with others, and also it would be crucial to provide them opportunity to take programs for developing character strengths like justice, temperance, transcendence, courage, and character education. Universities and colleges may offer relevant general education courses, or programs and activities at center for teaching & learning for pre-service teachers (university students). Since early childhood pre-service teachers are those who will educate and interact with young children in future education setting, being able to control their anger instead of immediate anger-out or anger-in will affect not only their happiness but also improvement of their interaction with children as well as quality of early childhood education. Through the examination of early childhood pre-service teachers happiness and character strengths which are the main variables that affect their anger-control, this study provides insights to the early childhood education field in terms of appropriate ways to promote happiness and character strengths of pre-service teachers. 4. References 1. Choi YJ, Lee KM. Development of the educational program to enhance happiness for the educators in early childhood. Journal of Early Childhood Education. 2012; 32(1): Jang HS. Constructing the scale on meaning of work and its relationship with job satisfaction. Research in Psychological Science, PNU. 2000; 1(1): Clifton DO. Mapping the wellsprings of a positive life: The importance of measurement to the movement. The Gallup Review. 2000; 3: Choi YJ. Development of a program to enhance happiness for the early childhood teachers: based on Seligman s character strengths. Sungkyunkwan University, Korea Choi YJ. The effects of secondary school teacher s conflict management style on job satisfactions. Ewha Woman s University, Korea Seligman MEP. Authentic happiness. Atria Books: USA Choi YO. Analysis of the Relationship between Social Problem Solving Ability, Job Stress and Happiness by Teachers Multidimensional Perfectionism. KyungSung University, Korea Kwon SM. Positive psychology. Hakjisa, Korea Argyle M. The psychology of happiness, 2nd ( edn)., Routledge: England Han DW, Chon KK, Chang HL, Spielberger CD. Korean Adaptation of the State-Trait Anger Expression Inventory: Anger and Blood Pressure. Korean Journal of Health Psychology, KPA. 1997; 2(1): Spielberger CD, Krasner SS, Solomon EP. The experience, expression and control of anger. In: Janisse MP editor. Health Psychology: Individual differences and stress, Springer Verlag, USA Kim SS. An analysis of the relationship between pre-service early childhood teachers character strengths and their happiness. Journal of Early Childhood Education, KSESE. 2012; 32(4): Kim MJ, Hong HY. The mediating effect of self-acceptance on the relation between character strengths and happiness. Youth Facility and Environment, KIYF & E. 2011; 9(4): Park EA, Kim W. The mediating effect of coping strategy for job stress in the relationship between character strengths of early childhood teachers and their happiness. Korean Journal of Educational Therapist, KETA. 2015; 7(3): Peterson C, Seligman MEP. Character strengths and virtues: A handbook and classification. OUP USA: Washington, DC Indian Journal of Science and Technology 9

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